Integrated Reading and Writing

Houston Community College

INRW 0420 – Integrated Reading & Writing II

CRN 32944 Semester Fall 2014

3 hour lecture /2 hour lab course / 16 weeks Class Time: 7:30 pm – 10 pm Tuesday & Thursday Location: Room 143G-West Loop Center

Instructor: Daphene H. Keys

Instructor Contact Information: daphene.keys@hccs.edu

713-718-2942

Learning Web site: http://learning.hccs.edu/faculty/daphene.keys

My Skills Lab/Aplia: Course Key: LXVU-5WBN-TKAR

Office location and hours: Mon – Fri by appointment (Missouri City)

Tues & Thurs 6:30 pm – 7:30 pm by appointment (West Loop)

Please feel free to contact me concerning any problems that you are experiencing in this course. You do not

need to wait until you have received a poor grade before asking for my assistance. Your performance in my

class is very important to me. I am available to hear your concerns and just to discuss course topics. Feel free to

come by my office anytime during these hours.

Course Description

This course is a combined 3 hour lecture/ 2 hour lab (1 hour technology lab & 1 hour writing lab), performance-

based course designed to develop students’ critical reading and academic writing skills. The focus of the course

will be on applying critical reading skills for organizing, analyzing, and retaining material and developing

written work appropriate to the audience, purpose, situation, and length of the assignment. The course integrates

complementary reading and writing assignments with special emphasis given to reasoning and responding to

issues arising from class readings. This course is designed to prepare students for college level reading and

writing intensive courses including ENGL 1301. Students will learn to write effective, logical essays, utilizing

textual support to develop reading comprehension strategies, and to analyze, synthesize and make value

judgments using critical thinking. Lab required. The course fulfills TSI requirements for reading and writing.

Students who successfully complete thus course will qualify to take ENGL 1301.

Prerequisites

Students may enter this course who have received both of the following scores or have demonstrated

remediation needs in only one area (reading or writing) on the TSIA: WRITE: 310-362 & WS: 4 and/or READ:

347 – 350.

Course Goal

The goal of INRW 0420 is to prepare students to perform in college-level courses such as Freshman

Composition, History, Government, Psychology, and other freshman college courses.

Student Learning Outcomes

Upon successful completion of this course, students will be able to:

1. Locate explicit textual information, draw complex inferences, and describe, analyze, and evaluate the

information within and across multiple texts of varying lengths.

2. Comprehend and use vocabulary effectively in oral communication, reading, and writing.

3. Identify and analyze the audience, purpose, and message across a variety of texts.

4. Describe and apply insights gained from reading and writing a variety of texts.

5. Compose a variety of texts that demonstrate reading comprehension, clear focus, logical development of

ideas, and use of appropriate language that advance the writer’s purpose.

6. Determine and use effective approaches and rhetorical strategies for given reading and writing

situations.

7. Generate ideas and gather information relevant to the topic and purpose, incorporating the ideas and

words of other writers in student writing using established strategies.

8. Evaluate relevance and quality of ideas and information in recognizing, formulating, and developing a

claim.

9. Develop and use effective reading and revision strategies to strengthen the writer’s ability to compose

college-level writing assignments.

10. Recognize and apply the conventions of Standard English in reading and writing.

TENTATIVE CLASS OUTLINE: This schedule is subject to changes throughout the semester.

INRW 0420 COURSE CALENDAR Fall 2014 16 WEEKS

UNIT 1. (3 weeks)

Week Activities/Assignments

Week 1.

Review Syllabus Preview Textbook Diagnostic Essay – on line- E02 shell Readings Skills introductory information (Diagnostic Reading assessment) Cengage Lab Register into all programs used in the class (Eagle on Line, Cengage Integrated Reading and Writing and Aplia Write Experience, Ask on Line, Turn It In, etc.) Writing Process introductory information Terms to Know: SEE word lists in E02-Shell. Chapters 1-7) Chapter 1. The Reading-Writing Connection pages 3-10 Ch. 7. Narrative pages 191-218 Ch. 7. Review and Enrichment Pages 213-218 Other and Cengage Lab Exercises (on line

Class Activities _Diagnostic Essay __ Complete Registrations Homework: __ Purchase texbook Fusion: Integrated Reading and Writing, Book 2. w/Aplia __ Read and Annotate Ch. 1 & Ch. 7 __Complete Aplia Labs Ch. 1 & Ch. 7 __Read and Annotate next week’s readings __ Diagnostic Essay – Complete __ Additional homework as assigned

Week 2.

Week #2, all readings should be read and annotated PRIOR to class. Chapter 2. Academic Reading and Learning pages 11-42 Ch. 2. Review and Enrichment pages 41-46

__ Begin Aplia Lab (Ch. 2) Homework: ___ Read and Annotate next week’s readings

Week 3. Cont. Week 3.

Ch. 3. The Traits of Academic Reading Pages 47-102 Ch. 3. Review and Enrichment ps. 124-130 Ch. 4. Academic Writing and Learning pages 103-130 Ch. 4. Review and Enrichment pages 124-130 – Assignments Instructor’s Choice Essay #1. Select Topic Review Class Format

Class Activities/ and Assignments __ Discuss Ch. 3. __ -Discuss Ch. 4. __ Ch. 3. Assignments __ Ch. 4. Assignments __ Begin Aplia Labs (Ch. 3 & Ch. 4.) Homework ___ Read and Annotate next week’s readings ___ Essay 1. Work on Pre-writing and Rough draft

UNIT 2. (4-weeks)

Unit 2 – Weeks 4-7 -- Illustration Essay (Four Weeks) Grammar Component Review- (Parts of Speech, Pronoun Case, Reference and Agreement) Terms to Know: SEE word lists in E02-Shell.

Activities/Assignments

Week 4. Ch. 5: The Traits of Academic Writing Ch. 18. Sentences Reading Selection #1. “Cheating is not Worth the Bother” Reading Skills Quiz#1. E02-online “Cheating is not Worth the Bother” Essay #2. Select Topic

Class Activities ___ Discuss Ch. 5. & Ch. 18 ___ Begin Aplia Labs (Ch. 5 & 18) . __ Discuss RS #1. Homework ___ Read and Annotate next week’s reading ___ Essay 2. Begin Pre-

writing and rough draft ___ Additional homework as assigned.

Week 5. Cont. Week 5.

Ch. 16. Summarizing pages xxx-xxx Ch. 28. Commas pgs. Ch. 28. Enrichment pages 41-46 Assignments-Instructor’s Choice

___ Begin Essay 1. Prewriting and Draft

___ Discuss Ch. 16 & Ch. 28 ___ Discuss Ch. 28 Begin Aplia Labs (Ch. 18 & 28)

Homework: ___ Read and Annotate next week’s readings ___ Work on current writing assignment. ___ Complete Aplia Labs Ch. 16 & Ch. 28 ___ Additional homework as Assigned

Week . 6

Chapter 14. Argumentation Review and Enrichment pgs. 416-424 Instructor Choice: Other assignments Writing Journal #1. Cheating is not Worth the Bother – Format Instructor’s Choice Essay 1. Due

Class Activities/ Assignments __ Discuss Ch. 14. __ Begin Aplia Lab Ch. 14. Homework ___ Read and Annotate next week’s readings ___ Work on Pre-writing and current Essay. __ Additional homework as assigned

UNIT 3. - 4 Weeks

Week 7.

Review for Midterm Exam Ch. 08: Illustration pg. 219-246 Review and Enrichments pg. 239-246 Ch. 19: Simple Compound & Complex Sentences Pgs. 501-514 Ch. 19.: Assignments-Instructor Choice Essay 2. Select Topic Pre-Writing Assignments Reading Selection #2. “Greed is not Good” Reading Skills Quiz #2. E02-online “Greed is not Good”

__ Discuss Ch. 8 & Ch. 19 __ Begin Aplia Labs (Ch. 8 & 19) __ Essay 2. Select topic __ Discuss RS #2 Homework: __ Read and annotate next week’s assignments __ Essay #2. Begin Pre-writing and rough draft __ Complete Aplia Labs (Ch. 8 & Ch. 19) __ Additional homework as assigned

Week 8 Midterm Reading Journal #2. Greed is not Good Ch. 15. Understanding Research Ch. 22. Noun

__ Discuss Ch. 15 & Ch. 22 __ Begin Aplia Labs (Ch. 15 & 22) Homework: __ Read and annotate next week’s assignments __ Work on current writing assignment __ Complete Aplia Labs (Ch. 15 & Ch. 22) __ Additional homework as assigned

Week 9.

Ch. 10 Process Ch. 10 Review and Enrichment pgs. 298-304 Assignments-Instructor Choice

__ Discuss Ch. 10 & Ch. 17 __ Begin Aplia labs (Ch. 10

Ch. 17: Research Reports pg. 461-482 Ch. 17: Review and Enrichment Assignments-Instructor Choice ESSAY #2. Due

& 17) Homework: __ Read and annotate next week’s assignments __ Work on current writing assignment __ Complete Aplia Labs (Ch. 10 & Ch. 17) Additional homework as assigned

Week 10.

Ch. 06: Description pg. 163-190 Ch. 06: Review and Enrichment pgs. 184-190 Assignments-Instructor Choice Ch. 23: Pronoun Assignments-Instructor Choice Ch. 24: Verb Assignments-Instructor Choice Reading Selection #3. “A Quilt of a Country” Reading Skills Quiz #3. E02-online “A Quilt of a Country”

Discuss Ch. 06, 23, & 24 __ Begin Aplia labs (Ch. 06, 23 & 24) __ Discuss RS #3 Homework: __ Read and annotate next week’s assignments __ Work on current writing assignment __ Complete Aplia Labs (Ch. 06, Ch. 23 & 24) Additional homework as assigned

Unit 4. Three Weeks

Week 11.

Ch. 13: Comparison pg. 363-392 Review and Enrichment pgs. 384-392 Ch. 29: Quotation Marks and Italics Assignments-Instructor Choice

__ Discuss Ch. 13, Ch. 29 & 30 Begin Aplia labs (Ch. 13 29 & 30)

Ch. 30: Other Punctuation Assignments-Instructor Choice Reading Journal #3. ESSAY #3. Select Topic

Homework: __ Read and annotate next week’s assignments __ Work on current writing assignment __ Essay #3. Begin Pre-writing and rough draft __ Complete Aplia Labs (Ch. 13 29 & 30) __ Additional homework as assigned

Week 12.

Ch. 12: Cause-Effect pgs. 333-362 Review and Enrichment pgs. 356-362 Ch. 20: Agreement pg. 515-530 Assignments-Instructor Choice Ch. 25: Adjective and Adverb pg. Assignments-Instructor Choice

__ Discuss Ch. 12, 20, & 25 __ Begin Aplia labs (Ch. 12, 20 & 25) Homework: __ Read and annotate next week’s assignments __ Work on current writing assignment __ Complete Aplia Labs (Ch. 12, 20 & 25) __ Additional homework as assigned

Cont. Unit 3 Week 13.

Ch. 09: Definition pgs. 249-276 Review and Enrichment pgs. 269-276 Ch. 21: Sentence Problems Assignments-Instructor Choice Ch. 26: Conjunction and Preposition Assignments-Instructor Choice

Discuss: __ Ch. 09, Ch. 21 & 26 __ Begin Aplia labs (Ch. 21 26) Homework: __ Read and annotate next week’s assignments

ESSAY #3. Due

__ Work on current writing assignment __ Complete Aplia Labs (Ch. 13 29 & 30) __ Additional homework as assigned

Week 14.

Discuss Final Exam Format Ch. 11: Classification pgs. 305-332 Review and Enrichment pgs. 326-332 Ch. 27: Capitalization Assignments-Instructor Choice Reading Selection #4. “Today’s Jobs Crisis: What Students Need to Know” Reading Skills Quiz #4. E02-online Reading Journal #4.

__ Discuss Ch. 11 & 27 __ Begin Aplia labs (Ch. 11 & 27) __ Discuss RS #4 Homework: __ Read and annotate next week’s assignments __ Work on current writing assignment __ Complete Aplia Labs (Ch. 12, 20 & 25) __Additional homework as assigned

Unit 5. 2 Weeks

Week 15.

Wrap up Review for Final Complete all online and Lab assignments Complete course summary by: __ Reflect on strengths gained throughout the semester.

Week 16.

Final Exam Final Objective Exam - Departmental ESSAY #4. – Final In-class Persuasive/Argument

Instructional Methods

A variety of instructional methods are used throughout the semester. Examples may include class discussions,

lectures, readings, reflections, group projects, research, assessments, video/DVD, internet searches, and

presentations.

As an instructor, I want my students to be successful. I feel that it is my responsibility to provide you with

knowledge and opportunities for critical thinking and applications as appropriate.

As a student wanting to improve your academic reading ability, it is your responsibility to do the assigned

readings, submit assignments on time, participate in discussions and other activities, attend class (face-to-face

and online portions), and enjoy this learning experience as you learn how to better your comprehension.

Student Assignments

Assignments have been developed that will enhance your learning. You will be required to successfully

complete the following assignments and actions:

Complete in-class reading & writing assignments and activities

Revise essays

Complete weekly MySkills Lab/Aplia Online Activities

Complete weekly reading assignments

Complete journal assignments

Student Assessments

Knowledge checks will occur in the format of quizzes, essays, projects, online lab exercises, and exams.

Three-four essays and selected revisions

A midterm exam

A final exam

EGLS3 – Evaluation for Greater Learning Student Survey System

At Houston Community College, professors believe that thoughtful student feedback is necessary to improve

teaching and learning. During a designated time, you will be asked to answer a short online survey of research-

based questions related to instruction. The anonymous results of the survey will be made available to your

professors and division chairs for continual improvement of instruction. Look for the survey as part of the

Houston Community College Student System online near the end of the term.

Instructor Requirements

As your Instructor, it is my responsibility to:

Provide the grading scale and detailed grading formula explaining how student grades are to be derived

Facilitate an effective learning environment through class activities, discussions, and lectures

Description of any special projects or assignments

Inform students of policies such as attendance, withdrawal, tardiness and make up

Provide the course outline and class calendar which will include a description of any special projects or

assignments

Arrange to meet with individual students before and after class as required

To be successful in this class, it is the student’s responsibility to:

Attend class and participate in class discussions and activities

Read and comprehend the textbook

Complete the required assignments and exams:

Ask for help when there is a question or problem

Keep copies of all paperwork, including this syllabus, handouts and all assignments

Program/ Discipline Requirements

In this class you will be required to take a pretest and posttest as well as complete any supplemental lab

materials.

HCC Grading Scale

A = 100 – 90:……………………………………4 points per semester hour

B = 89 – 80: …………………………………….3 points per semester hour

C = 79 – 70: …………………………………….2 points per semester hour

69 and below = F or IP…………………………..0 points per semester hour

IP (In Progress) …………………………………0 points per semester hour

W(Withdrawn)…………………………………..0 points per semester hour

IP (In Progress) is given only in certain developmental courses. The student must re-enroll to receive credit.

COM (Completed) is given in non-credit and continuing education courses. To compute grade point average

(GPA), divide the total grade points by the total number of semester hours attempted. The grades “IP,” “COM”

and “I” do not affect GPA.

Grading Criteria

Your instructor will conduct quizzes, exams, and assessments that you can use to determine how successful you

are at achieving the course learning outcomes (mastery of course content and skills) outlined in the syllabus. If

you find you are not mastering the material and skills, you are encouraged to reflect on how you study and

prepare for each class. Your instructor welcomes a dialogue on what you discover and may be able to assist you

in finding resources on campus that will improve your performance.

Grading Percentages

Three Essays 30%

Final In-class Essay 20%

Reading Journals 10%

Cengage-Aplia Online Lab 20%

Quizzes/Instructor’s Choice 10%

Final Exam (Reading Focus) 10%

Total 100%

Cengage - My Skills/Aplia Lab Note:

You must complete all of the assigned sections in the My Skills Lab/Aplia.

Instructional Materials:

Fusion Book 2, Enhanced Edition: Integrated Reading and Writing, 1st Edition

Dave Kemper, Verne Meyer, John Van Rys, and Pat Sebranek

Cengage Learning, 2015.

Aplia Lab for Fusion (Online Access Code comes bundled with the textbook)

HCC Policy Statements

ADA

Services to Students with Disabilities

Students who require reasonable accommodations for disabilities are encouraged to report to Dr. Becky Hauri at

713-718-7910 to make necessary arrangements. Faculty are only authorized to provide accommodations by the

Disability Support Service Office.

Academic Honesty: A student who is academically dishonest is, by definition, not showing that the coursework

has been learned, and that student is claiming an advantage not available to other students. The instructor is

responsible for measuring each student's individual achievements and also for ensuring that all students

compete on a level playing field. Thus, in our system, the instructor has teaching, grading, and enforcement

roles. You are expected to be familiar with the University's Policy on Academic Honesty, found in the catalog.

What that means is: If you are charged with an offense, pleading ignorance of the rules will not help you.

Students are responsible for conducting themselves with honor and integrity in fulfilling course requirements.

Penalties and/or disciplinary proceedings may be initiated by College System officials against a student accused

of scholastic dishonesty. “Scholastic dishonesty”: includes, but is not limited to, cheating on a test, plagiarism,

and collusion.

Cheating includes:

Copying from another students’ test paper;

Using materials not authorized by the person giving the test;

Collaborating with another student during a test without authorization;

Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the contents of

a test that has not been administered;

Bribing another person to obtain a test that is to be administered.

Plagiarism means the appropriation of another’s work and the unacknowledged incorporation of that work in

one’s own written work offered for credit.

Collusion mean the unauthorized collaboration with another person in preparing written work offered for credit.

Possible punishments for academic dishonesty may include a grade of 0 or F in the particular assignment,

failure in the course, and/or recommendation for probation or dismissal from the College System. (See the

Student Handbook)

Class Attendance

It is important that you come to class! Attending class regularly is the best way to succeed in this class.

Research has shown that the single most important factor in student success is attendance. Simply put, going to

class greatly increases your ability to succeed. You are responsible for materials covered during your absences.

Class attendance is checked daily. Although it is your responsibility to drop a course for nonattendance, the

instructor has the authority to drop you for excessive absences and excessive tardiness or leaving class early.

Students will be allowed up to four absences during the semester!

HCC Course Withdrawal Policy

If you feel that you cannot complete this course, you will need to withdraw from the course prior to the final

date of withdrawal. Before you withdraw from your course, please take the time to meet with the instructor to

discuss why you feel it is necessary to do so. The instructor may be able to provide you with suggestions that

would enable you to complete the course. Your success is very important. Beginning in fall 2007, the Texas

Legislature passed a law limiting first time entering freshmen to no more than SIX total course withdrawals

throughout their educational career in obtaining a certificate and/or degree.

To help students avoid having to drop/withdraw from any class, HCC has instituted an Early Alert process by

which your professor may “alert” you and HCC counselors that you might fail a class because of excessive

absences and/or poor academic performance. It is your responsibility to visit with your professor or a counselor

to learn about what, if any, HCC interventions might be available to assist you – online tutoring, child care,

financial aid, job placement, etc. – to stay in class and improve your academic performance.

If you plan on withdrawing from your class, you MUST contact a HCC counselor or your professor prior to

withdrawing (dropping) the class for approval, and this must be done PRIOR to the withdrawal deadline to

receive a “W” on your transcript. **Final withdrawal deadlines vary each semester and/or depending on class

length; please visit the online registration calendars, HCC schedule of classes and catalog, any HCC

Registration Office, or any HCC counselor to determine class withdrawal deadlines. Remember to allow a 24-

hour response time when communicating via email and/or telephone with a professor and/or counselor. Do

not submit a request to discuss withdrawal options less than a day before the deadline. If you do not

withdraw before the deadline, you will receive the grade that you are making in the class as your final grade.

The Department of Education now requires that we make a distinction between an “earned” grade of “F” (i.e.

for poor performance and a grade of “F” due to a lack of attendance. To make that distinction, we have created

a new grade, “FX” for failure due to lack of attendance.

Repeat Course Fee

The State of Texas encourages students to complete college without having to repeat failed classes. To increase

student success, students who repeat the same course twice, are required to pay extra tuition. The purpose of

this extra tuition fee is to encourage students to pass their courses and to graduate. Effective fall 2006, HCC

will charge a higher tuition rate to students registering the third or subsequent time for a course. If you are

considering course withdrawal because you are not earning passing grades, confer with your

instructor/counselor as early as possible about your study habits, reading and writing homework, test taking

skills, attendance, course participation, and opportunities for tutoring or other assistance that might be available.

The Integrated Reading and Writing Program Statement

The Integrated Reading and Writing Program at Houston Community College provides opportunities for

students to refresh and advance their reading and writing skills in order to maximize their ability to perform

in college-level courses. The program offers courses for both native and non-native students who

demonstrate a need to develop the critical reading and writing skills that will be required throughout their

college careers and beyond by the TSI assessment. These courses focus on key reading and writing skills

with an emphasis on reading comprehension, composition, and critical reading and analysis of a variety of

texts.